Assignment Title: Gliffy/Mind Mapping
Uses in the Classroom: Gliffy has great potential to be used as a way for students to creatively organize stored knowledge and apply it in a practical way. The Gliffy would provide an avenue for students to analyze what they have learned, determine how the information is connected, and personalize how the information will be displayed. For teachers, a Gliffy would provide a tool for evaluation of students' understanding of content. The teacher would need to be specific with objectives and expectations through a rubric and the student would be allowed creative movement.
Issues to Consider: The types of computers and systems being used to create a Gliffy needs to be considered. I had to save my work after each change unknowing if my computer would freeze up. For whatever reason, running Gliffy on my computer caused the internet to freeze and Gliffy to stop working. Also, scaffolding of the program would definitely need to be considered for classroom use. It has similar workings as other word processing programs, but to ensure students are spending their work time actually on the assigned topic Gliffy (and not learning the program), scaffolding that learning will help.
Copyright: www.gliffy.com was used to crate this mindmap. Other websites used to gather information include http://en.wikipedia.org/wiki/Etta_James, http://en.wikipedia.org/wiki/Etta_James, http://www.biography.com/people/etta-james-9542558.
Saturday, February 23, 2013
Saturday, February 16, 2013
Assignment Title: Animation
Uses in the Classroom: A simple animation would be a great addition to a classroom website for a blended learning environment that incorporates technology. These simple gif animations would add a dynamic appearance to the classroom website and help associate certain items as 'of importance'. A simple animation like the one below would improve the learning experience by directly guiding the students to specific areas on the website. For example, a teacher may post a specific assignment that results in the final project for a unit. The assignment is completed in steps throughout the unit as concepts are built upon one another. The below animation would be placed in specific locations within the assignments to specifically point out which part the student needs to accomplish on a specific day. It would also provide a 'pinpoint' as the project (and lesson) are progressed through. Using an animation in this way would, hopefully, help to minimize confusion and increase comprehension of what is expected of the students on a daily basis for the unit's project.
Issues to Consider: If an animation is used to help direct students to specific places on the website and specific lessons that need to be completed on certain days, it may be an issue if there certain students do not have website access at home. If that is the case, this type of online guided learning would not be effective.
Copyright: This animation was created using Photoshop CS6
Uses in the Classroom: A simple animation would be a great addition to a classroom website for a blended learning environment that incorporates technology. These simple gif animations would add a dynamic appearance to the classroom website and help associate certain items as 'of importance'. A simple animation like the one below would improve the learning experience by directly guiding the students to specific areas on the website. For example, a teacher may post a specific assignment that results in the final project for a unit. The assignment is completed in steps throughout the unit as concepts are built upon one another. The below animation would be placed in specific locations within the assignments to specifically point out which part the student needs to accomplish on a specific day. It would also provide a 'pinpoint' as the project (and lesson) are progressed through. Using an animation in this way would, hopefully, help to minimize confusion and increase comprehension of what is expected of the students on a daily basis for the unit's project.
Issues to Consider: If an animation is used to help direct students to specific places on the website and specific lessons that need to be completed on certain days, it may be an issue if there certain students do not have website access at home. If that is the case, this type of online guided learning would not be effective.
Copyright: This animation was created using Photoshop CS6
Saturday, February 9, 2013
Assignment Title: Infographic
Uses in the Classroom: Infographics have the potential to create engaging conglomerates of information that connect main concepts for a lesson. Teachers can develop downloadable images for students to use for concept review. Students can create images that display his or her mastery of concepts.
Issues to Consider: If the teacher is considering using an Infographic for a student created project, the teacher would need to scaffold the development/creation of them. Basic ideas of design principles, adapted for age appropriateness, would help the students create Infographics that show their knowledge mastery in a visually appeasing way. Discussions of appropriate images, concise writing, and color themes could support that as well.
About the Below Image: The below image could be used in an adult learning setting for educators who want to incorporate technology into the classroom with a Blended Learning approach. It would summarize three ways to begin integrating technology, without overloading the reader with information. The Infographic also establishes some goals to consider with the three new Blended Learning technologies.
Copyright: This Infographic was created using Easel.ly
easel.ly
Uses in the Classroom: Infographics have the potential to create engaging conglomerates of information that connect main concepts for a lesson. Teachers can develop downloadable images for students to use for concept review. Students can create images that display his or her mastery of concepts.
Issues to Consider: If the teacher is considering using an Infographic for a student created project, the teacher would need to scaffold the development/creation of them. Basic ideas of design principles, adapted for age appropriateness, would help the students create Infographics that show their knowledge mastery in a visually appeasing way. Discussions of appropriate images, concise writing, and color themes could support that as well.
About the Below Image: The below image could be used in an adult learning setting for educators who want to incorporate technology into the classroom with a Blended Learning approach. It would summarize three ways to begin integrating technology, without overloading the reader with information. The Infographic also establishes some goals to consider with the three new Blended Learning technologies.
Copyright: This Infographic was created using Easel.ly
easel.ly
Saturday, February 2, 2013
Assignment Title: Instructional Video
Uses in the Classroom: Instructional Videos are very versatile. They can be created using a variety of programs and incorporated into the classroom in a variety of ways. You could use simple whiteboard programs or applications, such as Educreations. Or, you could use more complicated integrations with iMovie. Either format will provide a means to instruct your students on a specific topic. Voice over can narrate historical images that relate to a timeline or the steps taken in a math problem to solve and acquire the answer. Still images, movies, and 'drawings in motion' can help add to the complexity of an Instructional Video. It's important to be concise with your words, keep the objectives in mind while speaking, and map out how the video will progress throughout your time sequence.
Issues to Consider: Students can create instructional videos to demonstrate their understanding of a specific concept. If in a 1-1 environment and using tablets, such as the iPad, be sure to allow enough explore time with the selected application. Start with classroom mini-projects that allow guided practice time incorporating the concepts with the tablet application. Ensuring each student feels confident with the device and application will avoid the student having to spend time learning the application, while also having to create the assignment.
The video below is intended for grades 2 through 4, depending on the level of mathematics the student is working on. It would be an extension of math fact practice or applied to a beginning study of multiplication algorithms.
Copyright: This video was created using the iPad application Educreations.
Uses in the Classroom: Instructional Videos are very versatile. They can be created using a variety of programs and incorporated into the classroom in a variety of ways. You could use simple whiteboard programs or applications, such as Educreations. Or, you could use more complicated integrations with iMovie. Either format will provide a means to instruct your students on a specific topic. Voice over can narrate historical images that relate to a timeline or the steps taken in a math problem to solve and acquire the answer. Still images, movies, and 'drawings in motion' can help add to the complexity of an Instructional Video. It's important to be concise with your words, keep the objectives in mind while speaking, and map out how the video will progress throughout your time sequence.
Issues to Consider: Students can create instructional videos to demonstrate their understanding of a specific concept. If in a 1-1 environment and using tablets, such as the iPad, be sure to allow enough explore time with the selected application. Start with classroom mini-projects that allow guided practice time incorporating the concepts with the tablet application. Ensuring each student feels confident with the device and application will avoid the student having to spend time learning the application, while also having to create the assignment.
The video below is intended for grades 2 through 4, depending on the level of mathematics the student is working on. It would be an extension of math fact practice or applied to a beginning study of multiplication algorithms.
Copyright: This video was created using the iPad application Educreations.
Friday, January 25, 2013
Digital Storytelling
Assignment Title: Digital Storytelling
Uses in the Classroom: I created this digital story by incorporating still frames of illustrations, transitions, voiceover, and sound effects with a poem from a well known writer. This would be a great application for an art class if studying a specific time period of artwork. The student could select a writing piece he or she connects with, use the medium being studied to create still frames, and capture slide by slide. Digital storytelling would also support interdisciplinary projects. For example, science students construct a series of stillframes of the progression of a plant growing over a specific time period. The voice over would be the student outlining the process with a self designed script that incorporates vocabulary words and concepts.
Issues to Consider: I believe the most important issue to address with this project, if you are working with students, is that they do not need an add-on software program, which may cost extra money, to do this. Using programs you already have (like PowerPoint, iMovie, and iPhoto) and free downloads (like Jing), and your computer's built in microphone a student could design a great digital story.
Copyright: I read a poem written by Shel Silverstein.
Silverstein, Shel. (1981). A Light in the Attic. Push Button. New York, New York. Harper Collins Publishing.
Uses in the Classroom: I created this digital story by incorporating still frames of illustrations, transitions, voiceover, and sound effects with a poem from a well known writer. This would be a great application for an art class if studying a specific time period of artwork. The student could select a writing piece he or she connects with, use the medium being studied to create still frames, and capture slide by slide. Digital storytelling would also support interdisciplinary projects. For example, science students construct a series of stillframes of the progression of a plant growing over a specific time period. The voice over would be the student outlining the process with a self designed script that incorporates vocabulary words and concepts.
Issues to Consider: I believe the most important issue to address with this project, if you are working with students, is that they do not need an add-on software program, which may cost extra money, to do this. Using programs you already have (like PowerPoint, iMovie, and iPhoto) and free downloads (like Jing), and your computer's built in microphone a student could design a great digital story.
Copyright: I read a poem written by Shel Silverstein.
Silverstein, Shel. (1981). A Light in the Attic. Push Button. New York, New York. Harper Collins Publishing.
Monday, January 21, 2013
Assignment Title: Screencasting
Uses in the Classroom: Screencasting allows one to capture whatever tasks he or she is peforming on the desktop. This can be accomplished through still images or through video. Voiceover is allowed through most software which allows for descriptive narration of what the viewer is seeing. Screencasting would allow an educator (whether in the school or other setting) to record specific tasks occurring on a computer screen; which could include a powerpoint, lecture video, or software walk through. Screencasting could allow a teacher to exhibit a dynamic video that alternated between lecture video (by using the internal device) and a powerpoint presentation that may describe the steps of a math problem. Or, it could simple walk a student through the steps of a specific software program that he or she will have to use in the future. Screencasting allows a student to interpret information that is presented in the video and apply it in a practical manner. It also allows repetitive access to the video better processing or review of content.
Issues to Consider: I ran into one main issue with this assignment that should be included as 'Issues to Consider'; Software Compatibility.
As a Mac user, I often run into viewing issues with Flash media. I would consider the type of computer my students/learners would be using to access the screencast. This might alter what software I use to create the screencast (i.e. how it is saved, whether flash media or other) or how I provide access to the video; whether via website, school network, or CD-ROM. The educator should also consider what is necessary to create a screencast and if all those requirements are located on the computer that will be used. Through this process I learned that Jing files (swf) created by a Mac are unable to be converted to files easily uploaded to YouTube or Blogger. After trying that route, I downloaded the free version of Camtasia (for 30 days), which allows easy upload to YouTube. YouTube videos are also very easily uploaded to Blogger.
Copyright: The website I used to create the screencast was developed by my place of work, Instructional Technology Services, Inc., (Instructional Technology Services, Inc. 2004-2012) in collaboration with the Michigan Education Association to provide access to online professional development.
Uses in the Classroom: Screencasting allows one to capture whatever tasks he or she is peforming on the desktop. This can be accomplished through still images or through video. Voiceover is allowed through most software which allows for descriptive narration of what the viewer is seeing. Screencasting would allow an educator (whether in the school or other setting) to record specific tasks occurring on a computer screen; which could include a powerpoint, lecture video, or software walk through. Screencasting could allow a teacher to exhibit a dynamic video that alternated between lecture video (by using the internal device) and a powerpoint presentation that may describe the steps of a math problem. Or, it could simple walk a student through the steps of a specific software program that he or she will have to use in the future. Screencasting allows a student to interpret information that is presented in the video and apply it in a practical manner. It also allows repetitive access to the video better processing or review of content.
Issues to Consider: I ran into one main issue with this assignment that should be included as 'Issues to Consider'; Software Compatibility.
As a Mac user, I often run into viewing issues with Flash media. I would consider the type of computer my students/learners would be using to access the screencast. This might alter what software I use to create the screencast (i.e. how it is saved, whether flash media or other) or how I provide access to the video; whether via website, school network, or CD-ROM. The educator should also consider what is necessary to create a screencast and if all those requirements are located on the computer that will be used. Through this process I learned that Jing files (swf) created by a Mac are unable to be converted to files easily uploaded to YouTube or Blogger. After trying that route, I downloaded the free version of Camtasia (for 30 days), which allows easy upload to YouTube. YouTube videos are also very easily uploaded to Blogger.
Copyright: The website I used to create the screencast was developed by my place of work, Instructional Technology Services, Inc., (Instructional Technology Services, Inc. 2004-2012) in collaboration with the Michigan Education Association to provide access to online professional development.
Tuesday, January 8, 2013
Fotobabble
Assignment Title: Fotobabbble
Uses in the Classroom: This technology tool can be used in a variety of ways. The teacher could use fotobabble to introduce a topic using a mysterious photo and clues to describe the topic. Students would have to apply prior knowledge to help construct meaning of what the photo is representative of. Students could use fotobabble as a way to produce and present a final poem, animal report, or math problem.
Issues to Consider: Students will need access to a computer, digital photos, and a microphone for this task. If fotobabble will be the assigned and evaluated task, then teachers should provide time in the school setting where the equipment is definitely available. Otherwise, other options of assessment projects should be offered.
Copyright: The photo is an original photo from the author of this blob. The poem read is written by the author, Shel Silverstein. Silverstein, Shel. (2004). Where the Sidewalk Ends 30th Anniversary Special Edition. New York, New York. HarperCollins Publishers.
Uses in the Classroom: This technology tool can be used in a variety of ways. The teacher could use fotobabble to introduce a topic using a mysterious photo and clues to describe the topic. Students would have to apply prior knowledge to help construct meaning of what the photo is representative of. Students could use fotobabble as a way to produce and present a final poem, animal report, or math problem.
Issues to Consider: Students will need access to a computer, digital photos, and a microphone for this task. If fotobabble will be the assigned and evaluated task, then teachers should provide time in the school setting where the equipment is definitely available. Otherwise, other options of assessment projects should be offered.
Copyright: The photo is an original photo from the author of this blob. The poem read is written by the author, Shel Silverstein. Silverstein, Shel. (2004). Where the Sidewalk Ends 30th Anniversary Special Edition. New York, New York. HarperCollins Publishers.
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